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Challenges of identifying second language English speakers in MOOCs
Duru, Ismail · Sunar, Ayse Saliha · Dogan, Gulustan

PublishedMay 2017
Conference5th European MOOCs Stakeholders Summit, EMOOCs 2017, Madrid, Spain, May 22-26, 2017, Digital Education: Out to the World and Back to the Campus
SeriesLecture Notes in Computer Science
Edition 1, Volume 10254, Pages 188-196
PublisherSpringer International Publishing
EditorsWhite, Su · Kloos, Carlos Delgado · Jermann, Patrick · Pérez-Sanagustín, Mar · Seaton, Daniel T. · White, Su
CountrySpain, Europe

ABSTRACT
In this study, we aim to analyse English as a Second Language (ESL) and English as a First Language (EFL) MOOC participants' engagements in a MOOC. We aim to find out key points which directly effect learners' dropout and performance in MOOCs. We worked on a FutureLearn data which is provided by the University of Southampton. The course is Understanding Language: Learning and Teaching MOOC that was run between 2016-04-04 and 2016-05-02 is chosen for the analysis. According to the results, it is very challenging to identify who is a second language English speaker by using their location information. One of the important findings is that first language English speakers wrote longer comments. In order to identify strategies for ESL MOOC participants, which is one of the ultimate goal of our research, there is a need for much deeper analyses.

Keywords dropout · learner behaviour · MOOC · online learning · predictive models · second language English speakers

Published atMadrid
ISBN978-3-319-59044-8
RefereedYes
Rights© Springer International Publishing AG 2017
DOI10.1007/978-3-319-59044-8_22
URLhttps://link.springer.com/chapter/10.1007/978-3-319-59044-8_22
Export optionsBibTex · EndNote · Tagged XML · Google Scholar


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